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Uploaded by valenmata96
Article Review #3.
Maria Mata.
MAE 436.
Teaching Math to Deaf/Hard-of-Hearing (DHH) Children Using Mobile Games: Outcomes with Student and Teacher Perspective.
Teaching math to younger students is not an easy task. It has become more challenging to
teach math because you are always listening to students say, “I’m not good at math.” Or “I am not a math person,” but according to studies, the truth is that this student who struggles in math is
only 25% to 35% of students struggle with math. Only 5% to 8% have difficulties in math because they have a learning disability, autism, dual-sensory impairment, emotional-behavioral disability, deaf/hard of hearing, etc (Cornell, C. 1999). The title of the article I used for my review is Teaching Math to Deaf/Hard-of-Hearing (DHH) Children Using Mobile Games: Outcomes with Students and Teacher Perspective; it was published in January 2016 by the International Journal of Mobile and Blended Learning (Vol.8, Issue 1) by IGI Global. The intended audience of this article could be ESE teachers who want to gain more knowledge and strategies on how to teach math to DHH students. Also, parents can be interested in reading this article; it also motivates them to help their children learn mathematics outside the classroom. This article describes the research conducted in public schools, especially for students who are deaf/hard of hearing; they used this research to improve an online game named GeePerS Math, and the purpose of it is to improve how we can teach this student, this project and research will result in the development of more technology to help DHH students to have a successful learning
experience.
This article analyzed data from four decades on how DHH students progress in math, finding that as the years pass, DHH students have increased achievement among hearing students, but also found out that DHH student struggles with English language and vocabulary, this would also affect their writing skills making them fall behind in mathematics also. The issue that I read in this article was mainly with the teachers because of scheduling and planning; they were supposed to use the game as part of their instruction at least twice a week as part of the research, and some could only use it once a week, another issue was the students mostly were getting bored quickly because they said the problems and game itself was too easy for them that they wanted something more complex and challenging. The most valuable part of the journal was
Table 3 because it describes the participant demographics that were part of this research, such as ethnicity, type of hearing loss, degree of hearing loss, and hearing device. This table helps the reader understand what level of students they were working with if the student is hard of hearing or has mild hearing loss, and what language they know. New teachers should read this article because it teaches you new strategies to implement in the classroom with deaf/ hard-of-hearing students, such as this game; this game can help the teacher teach their students compass skills that they can use to solve math problems, improve their problem-solving skills, and how to follow directions. Qualitative and quantitative data were collected and analyzed to proceed with this project. The results were that students get quickly bored when the problems are too easy, but they are learning how to self-report and practicing reading and writing skills to solve mathematical problems; even though they get bored, they have fun when it is time to do peer- review. Concepts I learned in this article that can help me in my instructional practice is the game
itself, GeePerS*Math, and this game can help me as a teacher to have more math problems for
my DHH students and to teach them problem-solving skills. A web-based system, Multimedu, uses wireless networks and mobile devices such as laptops and tablets in educational scenarios. This article is helpful in any grade level, but mainly for ESE classrooms because they can adjust the game to any grade level, but this research was conducted in 4
th
, 5
th
, and 6
th
grade; the Best Mathematical Standard that goes with this project would be MA.5.AR.1.2 Solve real-world problems involving the addition, subs-traction, or multiplication of fractions, including mixed numbers and fractions greater than 1. This article should be improved because it does not show actual pictures of how the game works, steps on how to use the game as teachers, and how to help the students in how to use it. In conclusion, we are in a new era on where technology plays a
big role, games such as GeePerS*Math, it going to help DHH students in have more problem- solving skills, learn how to do peer review with their classmates, and how to use a compass, but more importantly is that thanks to this research more opportunities into technology are coming for DHH students, more opportunities of learning without struggling because they have difficulties reading or writing.
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References
Shelton, B. E., & Parlin, M. A. (2016). Teaching Math to Deaf/Hard-of-Hearing (DHH) Children Using Mobile Games: Outcomes with Student and Teacher Perspectives. International Journal of Mobile and Blended Learning, 8(1).
https://link.gale.com/apps/doc/A441203521/AONE?
u=lincclin_mdcc&sid=bookmark-AONE&xid=4faad2db
Cornell, Charles. "I hate math! I couldn't learn it, and I can't teach it!" Childhood Education, vol. 75, no. 4, summer 1999, pp. 225+. Gale Academic OneFile.
https://go.gale.com/ps/i.do?p=AONE&u=lincclin_mdcc&v=2.1&it=r&id=GALE
%7CA54482223&retrievalId=51e22846-b8e0-421b-9038-
9129608104fd&inPS=true&linkSource=interlink&sid=bookmark-AONE
B.E.S.T Standards for Mathematics.
https://www.fldoe.org/core/fileparse.php/18736/urlt/StandardsMathematics.pdf#p
age64